"One of the many potentials of the shifts in envisioning writing in multimodal spaces is the chance for new conversations -- for stretching out thinking beyond your own physical space and joining in discussions about the changes now underfoot. During November 2012's Digital Writing Month, educators and writers and others from across many teaching levels and learning domains -- from public schools to college universities and beyond -- were engaged in a deep exploration of digital tools and ideas, and many participants shared reflective practice on what those digital choices were doing to their conceptions of writing."

I don’t like Gamification. It’s been a buzzword for years and too many people seem to be missing the point. Corporate suited types see the engagement people show video games and think “Oh, I’ll have some of that!”.

An interesting example of a highly visual presentation (Ignite talk) that communicates both the allure and the complexities of dabbling in the realm of games and gaming. A nice addition to the "teachers are (potentially) the worst game designers" set (and why).

I never jumped onto the 'Gamification' bandwagon. It's always seemed to me like trying to fool someone into thinking that a not very interesting or useful activity is actually worth doing - because you get a badge when you finish! Now I can obviously see its value when used with young children (they may be difficult to motivate at times) but I don't see why it should be used with teenagers and adults. This fantastic transcript from a an Ignite presentation puts all my of own thoughts on gamification into well chosen words and images. Phillip makes the point many people seem to be missing: use game mechanics - and not just the rewards to foster learning. I'll add that better yet, why not try to use an actual video game (possibly not easy, but give it a shot)?

In a nutshell, if a task isn't intrinsically motivating enough that it needs a dangling carrot to encourage engagement, maybe it isn't a task worth doing?

[Excerpt]: "Research firm Forrester understands that everyone who’s been listening with even one ear knows that mobile, social, cloud, and data are big freight trains of change that are blowing up old business models and old business practices.

But let’s face it: that train is in the station. What’s next? Analyst Bryan Hopkins gave us a peek into what Forrester thinks is next, and much of it builds on those four horseman of disruptive change. “We went a level deeper in our research by examining how today’s hot technology create platforms for future disruption,” he wrote this morning in a blog post.

Great comic adventure where you can read and listen to the characters and then dictate the direction of the story by making choices during different situations that the people in the story have to face.

With nine out of ten U.S. children playing electronic games, and more than 52 percent having played educational video games (1), Ballard & Tighe, Publishers, a leader in instructional and assessment materials for English language learners, is providing an educational game that is relevant and engaging to students. Its newest offering, Word Raider: Escape, is a modern day video game aimed at helping elementary students learn academic vocabulary in an innovative way.

Grading writing is not a task where you evaluate how well written it is. As teachers, we have to see beyond the letters. It's knowing writers thoughts, beliefs- things that a computer can't do-. It implies more than following patterns.

Berry supports the idea of MOOCs for professional development in theory because he’d like to see teachers be able to choose and direct their own learning. But he thinks success hinges on skilled virtual facilitators who both know the subject matter and how to foster high quality discussion and communication online in order to make it work well.

Interesting move - I would watch this one closely. MOOCs seem better than large lecturs and in Coursera are much better designed. Not sure I would want to be taught by a teachers whose only credentials were from Coursera, but I can see other higher education areas being better served by MOOCs.

Whilst in the process of designing a unit of online learning I started thinking about the qualities and skills that a good educational technology trainer should have. After thinking of a few myself I decided to draw on the wisdom of my PLN and crowd-source a few more ideas.

[Excerpt]: "’ve been working with teachers who are developing the writing process in an attempt to motivate their boy writers. We have been looking at the writing process and working out where the enthusiasm lags, or where skills need developing. This part of the process is important, reflecting on why the children are stalling, or on what the challenges might be really helps the planning process. Finally we looked at what apps the schools have, what apps the teachers are confident with and, most importantly, what apps would support the different ‘stumbling blocks’ the children face."

The iPad can be a brilliant motivational tool for children in the classroom. The ease-of-use, coupled with the speed that you can get results means that it can be the perfect tool for integrating into your literacy planning. And, as many schools don’t have 1:1 tablet computers it can also mean that the collaborative and group aspect of the technology can be harnessed.

I’ve been working with teachers who are developing the writing process in an attempt to motivate their boy writers. We have been looking at the writing process and working out where the enthusiasm lags, or where skills need developing. This part of the process is important, reflecting on why the children are stalling, or on what the challenges might be really helps the planning process.

Finally we looked at what apps the schools have, what apps the teachers are confident with and, most importantly, what apps would support the different ‘stumbling blocks’ the children face.

[Excerpt]: "This site contains hundreds of visual aids (illustrations) that can be used to support instructional tasks such as describing objects and people (i.e., teaching vocabulary) or describing entire events and situations.

The illustrations were created as part of the Visuals for Developing Communication Skills in Foreign Language Classes project, initated by Paul Toth, former Director of the Less-Commonly-Taught Languages Center. It was funded by the Provost through the Advisory Council on Instructional Excellence (ACIE) as part of the Innovation in Education Awards program.

All of the illustrations were drawn by Alec Sarkas from the Center for Instructional Development & Distance Education (CIDDE).

We also offer an another method for viewing these images via Bungee View, a visualization tool developed at Carnegie Mellon University to support casual users gaining an understanding on an image collection as a whole and in finding patterns in such collections."

The kids in a village in the East African country of Ethiopa wear dirty, ragged clothes. They sleep beside cows and sheep in huts made of sticks and mud. They have no school. Yet they all know the English alphabet, and some can make words.

t Teachers College, Columbia University, we have designed a gamification layer called Scholar’s Quest. Scholar’s Quest uses game mechanics and game-like thinking to address some of the biggest challenges facing K12 and higher education. We are presently in the middle of pilot testing this experience.

"Players navigate a 3-D, Sims-like landscape that starts on a typical college campus and includes locations such as New York, New Orleans, and the Grand Canyon.

Though Trace Effects is light on action, it provides students a number of opportunities to flex their language skills. During the game, Trace encounters a variety of characters who give him simple tasks to complete and help him along his way."

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